March 2009

Dear Parent/Carer

It gives me great pleasure to introduce the 2009-2010 Curriculum Booklet for fifth and sixth year pupils. Choosing the correct and appropriate courses can be difficult and stressful. The Staff at Knox Academy will make every effort to assist parents and pupils at this time. I would urge all pupils to seek as much advice and information as possible - using the School, the Public Library and the Careers Service, before making decisions.

Partnership with parents is an important part of Knox Academy and I look forward to meeting you at parents’ evenings, school functions or on an individual basis. This Curriculum Booklet is one element of our communications with parents and I commend it to you.

With best wishes.

J.B. CraigHeadteacher

1

INTRODUCTION

Please find in this booklet a summary of the courses available to senior pupils during the session 2009-2010 and samples of the option sheets.

During the coursing days (9th and 11th, 17th and 19th March) pupils will be asked to make provisional choices for their courses next session. At this time they will have an opportunity to discuss their course choices with their Guidance Teacher. The school’s Career Advisor will also be in attendance during these two days. Wherever possible we aim to meet the needs of all our pupils, however, it should be noted that sometimes courses are very popular and others are under-subscribed. This means that there are occasions when courses do not run, or due to over-subscription some pupils do not receive their first choice of subjects. Sometimes due to re-coursing because of exam results numbers in classes might fall to such a level where classes can no longer run. All pupils in such a class will be re-coursed.

Course choice cannot be finalised until the exam results in August, however, pupils are required to attend all classes that they are timetabled for from early June 2009.

2

PUPILS MOVING INTO S5

All pupils will follow 5 courses consisting of 5 periods per week each. Also, they will attend 2 periods per week of core activities (to include Personal and Social Development and a range of options) details of which will be discussed on the Induction Day.

Knox Academy expects the following from all S5 pupils: Excellent attendance and punctuality. Attendance at all classes. Adherence to Dress Code. Pupils register with their Group Tutor at 8.44am

As confirmation of their commitment to their further education at Knox Academy, all pupils entering S5 will be expected to sign a contract agreeing to the above. Should a pupil persistently fail to live up to their contract the Head Teacher may ask them to reconsider their future at Knox Academy.

Possible Curricular Pathways in the Senior School:

Results in S4 S5 S6

Standard Grade/National Qualification

5 or 6 Intermediate 1 Intermediate 2Access 3

3 or 4 Intermediate 2 HigherIntermediate 1

1 or 2 Higher Advanced Higher

Intermediate 2

Please note that the above is only a guide to progression and it is important to read individual subject entries for precise details and advice.

PUPILS MOVING INTO S6

There is a threefold purpose to the S6 experience:

To study at a higher level than that of S5. To prepare for transition to the young person’s next stage in life. To take a more active role in the corporate life of the school.

3

All S6 pupils are required to take courses that will give them 15 curriculum points:

Advanced Higher Level 6 points

Higher Level 4 points

Intermediate 2 4 points

Intermediate 1 3 points

Access 3 3 points

All pupils will follow 5 courses consisting of 5 periods per week. They will also be required to attend core subjects, details of which will be discussed on the Induction Day.

Responsibility:Advanced Higher courses require a good deal of independent study (and are an excellent preparation for university). Pupils are expected to make good use of their non-contact time and are provided with the Library and a Silent Study Room in which to work.

Unless there are mitigating circumstances it is unlikely that pupils would be allowed to carry on at Knox Academy unless they were planning to sit examinations in 3 subjects.

Pupils are expected to take a fuller role in the life of the school by joining committees, buddying younger pupils, undertaking Prefect duties and setting an example for the rest of the school.

Knox Academy expects the following MINIMUM commitment from S6 pupils: Excellent attendance and punctuality. Adherence to the rules regarding going off-campus. Adherence to Dress Code. Attendance at ALL timetabled classes. Attendance at Registration every morning.

These expectations form the basis of the S6 pupil contract that will be signed by all. There is an additional contract for Prefects.

ASSESSMENT

All National Qualification courses consist of units. At the end of these units there will be an assessment – these are called NABs (National Assessment Bank items), they are sometimes referred to as “end of unit tests”.

The SQA stipulates that a pupil shall be given TWO attempts to pass each NAB.

If a pupil fails a NAB the school will inform parents/carers through a standard letter.

If a pupil fails their resit they will not be allowed to attempt it again unless “special/extraordinary circumstances” can be proved. Each case is dealt with on an individual basis.

4

In the event of failing a NAB twice, pupils will not be allowed to sit the final examination, but will be credited with the units passed.

If a pupil fails their Preliminary Exam by a significant margin or, in the professional judgement of their teacher they are struggling, they will be encouraged to think carefully about being presented for the final examination in the summer. Usually pupils will be able to “drop down” a level e.g. from a Higher class to an Intermediate 2 class. Otherwise there might be the opportunity to complete the units and not sit the final exam.

HOMEWORK

It is expected that all pupils will receive regular and demanding homework from their teachers at this stage in their school career. The amount and frequency of homework varies from subject to subject, but is likely to be weekly.

Homework could consist of any or all of the following:

Writing up notes made in class. Exercises/questions/essays based on class work. Reading over class work. Revising for assessments/tests. Completing additional pieces for folios. Research. Taking notes from texts to discuss in class. Practice exam questions.

5

Pupils will often be given a longer period of time to complete homework than they might previously have been used to. They will be encouraged to make use of their planners and to organise their time in the most efficient way possible.

It is up to the pupil to ensure that they are organised and complete work on time. Completion of homework is an expectation from staff and agreeing to complete it is a requirement of being in the senior school. Staff will make it very clear when homework is to be done and the standards that are required. It is the pupil’s responsibility to organise their time and to negotiate with teachers, if necessary, regarding the handing in of work.

Persistent failure to do so will result in them being interviewed by a senior member of staff (Depute/Head Teacher) and should there be no adequate excuse, they may be asked to consider whether this course of study is appropriate for them.

HELP AND ADVICE

(a) Choice of subject and organisation of study time.Course choices should be discussed with parents, Tutors, subject teachers, the Careers Adviser and Guidance staff. Teachers can give realistic assessments of potential. Any pupil considering a new course should see the appropriate Head of Department or Principal Teacher.All pupils entering S5 are expected to take English to a post Standard Grade level and they are recommended to do similarly with Mathematics.

(b) Careers advice, interviews and applications.Competition for jobs and higher education places is greater than ever. The school will help pupils with advice and information. However, pupils must be active in finding out as much as they can about possible jobs or educational opportunities. There is a Careers Library in school and opportunities to attend careers talks, university open days and consult the Careers Adviser.Pupils also have access to the Internet.

(c) Financial Support

6

Financial support may be available for pupils aged 16 or over who wish to stay on at school. The Educational Maintenance Allowance will apply to pupils currently in S4 and S5 who are eligible and fulfil the criteria. Information leaflets and application forms are available from the School Office.

Please ask Guidance Staff for information about any of these matters. If staff can’t help, they will be able to tell you where to find the relevant details.

If parents or pupils have any questions regarding this booklet or the course choice process, please contact the appropriate House/Year Head: Mrs Ingham (New S5 Lammerlaw), Mr Duddin (New S5 Traprain) Mr Young (New S5 Garleton), Mr Illingworth (New S6).

7

8

9

10

ART & DESIGN

INTERMEDIATE 1, INTERMEDIATE 2 & HIGHER GRADE

AIMS

At all levels Art & Design courses aim to promote creative thinking, innovation and enterprise. Activities are designed to develop individual potential and encourage self reliance, initiative, problem solving and the ability to express personal opinions and ideas.

CONTENT

All levels have three elements:-

The Expressive Unit deals with the Fine Art aspects of the subject, e.g. Painting, Drawing, Sculpture, Collage, Printmaking, Ceramics.

The Design Unit explores all aspects of the Design Process from market research to making and evaluating potential solutions. Optional projects include product, interior, graphics, textiles, fashion, ceramics and architectural modelling.

Art and Design Studies presents opportunities to make individual studies of the work of artists and designers, past and present. Research and critical writing skills are important here. (Intermediate 1 requires no Written Unit for assessment.)

In each element candidates are expected to select a personal project from a given list of options and to explore their chosen theme through a range of prescribed skills and techniques, including the use of computers and 3D processes.

NOTE:

Work is internally assessed through the production of work done in class. A high level of motivation and a willingness to work independently and outwith class time is essential. Pupils will be expected to develop a sketchbook of ideas to support the work done in class. As well as ongoing assessment there are more formal progress reviews that are held with each pupil in October and after the Preliminary Exams.

It should be noted that there is a financial contribution of £15 towards this course to cover costs of a personal folio and specialist materials to support the pupil’s individual projects eg textile design, ceramics etc.

11

ADVANCED HIGHER

AIMS

Options available at Advanced Higher build on strengths and interests identified at Higher level. Specialisation in any of the three elements - Expressive, Design, Written Research - is possible. In each case there are opportunities to add breadth and depth to the study in preparation for a range of educational and vocational destinations.

CONTENT

The context and content of the course is negotiated individually. Choices can be made within a wide variety of options within each element. The emphasis is on personal development in an area where self motivation and independent working are essential skills.

NOTE:

Personal research underpins all work. The upkeep of a sketch book containing rough visual evidence of information gathering and development of ideas is a fundamental requirement. It provides evidence of independent thinking and identifies links for future development. It reflects the enjoyment of exploring and experimenting with ideas and media.

It should be noted that there is a financial contribution of £20 towards this course to cover costs of a personal folio and specialist materials to support the pupil’s individual projects eg textile design, ceramics etc.

12

BIOLOGYINTERMEDIATE 1

AIMS

The course is mainly based on practical activities and provides opportunities for pupils to acquire:

Knowledge and understanding of biological concepts and applications of Biology in society and industry.

Skills in problem solving. Practical abilities associated with Biology. Positive attitudes and an open mind about health and environmental issues.

CONTENT

The course comprises three, 40 hour Units –

Health and TechnologyBiotechnological IndustriesGrowing Plants

A further 40 hours may be used for more practical work, remediation, consolidation and practice applying knowledge gained during the course.

INTERMEDIATE 2AIMS

The course provides a broad-based, integrated study of a range of biological topics, for progression to Higher Biology. Pupils have opportunities to:-

a) acquire knowledge of biological concepts, facts, ideas and techniques.b) develop skills in problem solving.c) improve practical abilities.d) develop positive attitudes to topical biological issues.e) provide a foundation for Higher Biology.

CONTENT

The course comprises three 40 hour Units, covering the following content areas:-

Living CellsEnvironmental Biology and GeneticsAnimal Physiology

A further 40 hours may be used for support, consolidation and preparation for assessment.

The course includes elements of knowledge and understanding, problem-solving and practical abilities.

HIGHER

AIMS

13

This intensive course provides opportunities for pupils to acquire-

a) knowledge and understanding of biological processes and the applications of biology.

b) skills in problem solving and data interpretation.c) practical abilities.d) an informed attitude towards the environment and topical issues such as

conservation and genetic engineering.e) a sound foundation for moving on to further education in Biological

Sciences.

CONTENT

The course comprises three 40 hour units which cover the following subject areas:-

Cell BiologyGenetics and AdaptationControl and Regulation

A further 40 hours may be used for consolidation and preparing for assessment.

ADVANCED HIGHER

AIMS

The course provides:

a) a broad-based, integrated study of a wide range of biological topics.b) a general basis for further education or employment in areas relating to

biology.c) an understanding of the way biological principles can be applied to issues

facing the individual and society.d) skills in problem solving.e) investigative and reporting skills associated with project work.f) positive attitudes and an awareness of the environment.g) skills in selecting, analysing and presenting relevant information in a

scientific manner.

CONTENT

The course articulates with Higher Biology and comprises two mandatory 40 hour units –

1. Cell and Molecular Biology and 2. Environmental Biology

and one 20 hour Unit : Physiology, Health And Exercise

and one 20 hour investigation.

BUSINESS EDUCATION

ACCOUNTING – INTERMEDIATE 2AIMS

14

This course is designed to enable pupils to gain skills and knowledge which are important in the world of business. Even if they are not planning a career in this field, the course can improve their personal effectiveness by developing your ability to think logically, work accurately, make decisions and solve problems.

CONTENT

Pupils will be given opportunities to integrate within the course the uses and applications of information technology and accounting packages.The course content is organised in 2 units:Financial AccountingRole of the Financial Accountant; business documents; recording entries in ledger accounts for organisations; correction of errors; bank reconciliation statements; features of ownership; funding, liability, management and control; manufacturing accounts; final statements and balance sheets for all business organisations; final accounts of non profit-making organisations; accounting ratios.Management AccountingRole of the Management Accountant; classification of calculation of costs; preparation of cost statements and accounts; marginal costing and decision-making; budgeting; information technology and accounting; use of spreadsheets.

ACCOUNTING - HIGHER GRADEAIMS

The Higher Grade Accounting Course can claim to make a significant contribution to the general education of senior pupils, developing as it does, an appreciation of the importance of accounting generally as well as its more particular application to business enterprise. It includes a vocational element by providing a useful preparation for any pupil seeking a career in business or finance, and it also provides a sound foundation for those wishing to study the subject beyond school..

CONTENT

The course content is organised in 2 units:Financial Accounting Role of the Financial Accountant; correction of errors in ledger accounts; features of ownership, funding, liability, management and control; manufacturing accounts; final accounts of all business organisations; admission of new partner; final accounts of non-profit making organisations; accounting ratios; financial accounting regulations.Management AccountingRole of the Management Accountant; classification of costs; cost elements; cost systems; marginal costing and decision making; budgets; information technology and accounting; use of spreadsheets.

ADMINISTRATION - INTERMEDIATE 2

AIMS

This is a vocationally-orientated course suitable for those pupils wishing to pursue a career in administration, or to develop their ICT skills. It will enable pupils to perform administrative functions and develop the competencies required to

15

process, sort, check, store and output information within the modern organisational environment. The practical approach adopted makes the course suitable for individuals who wish to acquire administrative skills and a high level of skills required in the use of business software packages, particularly word processing.

CONTENT

The course content is set out in 3 component units:

Unit 1 - Administrative Services - 40 hoursFactors contributing to the effectiveness of an organisation; working practices, safety and security within the workplace; role of departments within an organisation; the use of the internet and office technologies, including e-commerce; organising travel and accommodation arrangements.

Unit 2 - Information Technology for Administrators - 40 hours Solving business problems and presenting solutions by creating, amending and updating information from a variety of software applications eg spreadsheets, databases and word processing.

Unit 3 – Administration: Presenting and Communicating Information- 40 hoursSearching and extracting information using the internet; use of ICT (e-mail; e-diary and word processing documents) to present and communicate information; presentation software.

16

ADMINISTRATION - HIGHER GRADEAIMS

This course will provide pupils with the opportunity to apply skills and knowledge to given situations requiring a high level of administrative services and to analyse the use of IT in an administrative and business context. The course places an emphasis on the development of problem solving and decision making skills and is appropriate for those individuals seeking careers within the modern administrative environment. The skills developed are also useful in developing individual personal effectiveness whatever career pathway you are planning.

CONTENT

The course content is set out in 2 component units:

Unit 1 – Administrative Services - 40 hoursStrategies to ensure effectiveness in the workplace; impact of changing working practices on the modern working environment; recruitment and development of staff; supporting and recording meetings; effective customer service

Unit 2 - Information Technology for Management - 80 hoursRole of information in decision making; impact of ICT on workflow, working practices and management and security of information; use of ICT (word processing, e-mail, e-diary, internet, spreadsheets, relational databases, presentation software) to solve business problems and communicate and present solutions

BUSINESS MANAGEMENT – INTERMEDIATE 2AIMS

This course provides an introduction to the context of business activity. It will enable pupils to understand the importance of business and enterprise in contemporary society, and the key functional areas of business activity. It will help to develop problem-solving skills in business situations, and to employ these skills to communicate by means of written or spoken language. The course promotes and encourages an understanding of the different ways in which individuals contribute to the achievements of an organisation’s objectives.

CONTENT

The course content is organised in 3 units:

Business Enterprise - 40 hours - this unit should enable pupils to explain the role of business enterprises in contemporary society explain the use of information and ICT in business explain decision-making in business enterprises

Busess Decision Areas: Marketing and Operations- 40 hours - this unit should enable pupils to

17

explain the marketing function in organisations eg the nature of markets, market research

explain the operations function in organisations eg purchasing mix, quality

Business Decision Areas: Finance and Human Resource Management – 40 hours – this

unit should enable pupils to

explain the finance function in an organisation eg budgets, final accounts explain the human resource function eg employee relations.

BUSINESS MANAGEMENT – HIGHER

AIMS

The aim of the course is to enable pupils to assess the activities of businesses, particularly with respect to the main functional areas which characterise the operation of all businesses. The course promotes the development of problem solving and decision making skills within a business framework. It would be appropriate as a starting point for those who wish to pursue a business related career, or for those who wish to learn basic business skills which are applicable in other careers eg engineering, medicine, dentistry, law etc.

CONTENT

The course content is organised in 2 units:

Business Enterprise - 40 hours - this unit should enable pupils to analyse the development of business enterprise in contemporary society explain the use of information and ICT in business analyse the process of decision-making in business enterprises

Business Decision Areas: Marketing and Operations - 40 hours - this unit should enable pupils to analyse marketing decisions of business enterprises analyse operations decisions of business enterprises

Business Decision Areas: Finance and Human Resource Management – 40 hours – this unit should enable pupils to interpret financial information used in business analyse human resources decisions of business enterprises

CHEMISTRY

18

INTERMEDIATE 2AIMS

The course introduces pupils to a knowledge and understanding of the physical and natural environments at the atomic level. It emphasises the relevance of Chemistry to everyday living and helps to raise awareness of the links between the subject and the world of work in general and the chemical industry in particular. Opportunities are also provided for the development of the problem solving and practical skills associated with scientific enquiry.

CONTENT

The course consists of 3 units of theory:-

Building BlocksCarbon CompoundsAcids, Bases and Metals

In addition, all pupils will be required to carry out prescribed Practical Activities within each Unit. This course provides an opportunity for pupils to build on their knowledge before progressing to Higher Chemistry.

HIGHER GRADEAIMS

The Higher course extends the candidates knowledge and understanding of the physical and natural environments and the development of the problem solving and practical skills associated with scientific enquiry beyond Intermediate 2. A grounding for the future study of Chemistry and chemistry-related subjects in higher education is provided for candidates who wish to pursue a career in a science-based area.

CONTENT

The course consists of 3 units of theory:-

Energy MattersThe World of CarbonChemical Reactions

In addition all pupils will be required to carry out prescribed Practical Activities within each unit.

ADVANCED HIGHER

AIMS

The Advanced Higher Course builds on the Higher level, developing further the underlying theories of chemistry and the practical skills used in the chemical laboratory. The course also develops the skills of independent study and thought that are essential in a wide range of occupations.

19

The course is particularly suited to candidates who wish to progress to degree courses either in chemistry or in subjects of which chemistry is a major component. The course also provides a sound basis for direct entry into chemistry-related employment. Only those pupils who have achieved a B or above at Higher are recommended to attempt this course.

CONTENT

The course consists of four mandatory units:

Electronic Structure and the Periodic TablePrinciples of Chemical ReactionsOrganic ChemistryChemical Investigation

In addition all pupils will be required to carry out prescribed Practical Activities within each theory unit.

CLASSICS

LATIN – INTERMEDIATE 2AIMS

The main aims, building on the skills and knowledge developed for Standard Grade, are to introduce pupils to two Roman authors, explore in depth the many issues raised, and deepen their perception of human nature.

CONTENT

20

In addition to linguistic exercises, the work of the class will involve the study, partly in Latin, partly in English, of two prescribed texts – extracts from the Aeneid of Virgil and one of the speeches of Cicero against Verres, the corrupt Roman governor of Sicily. Virgil, Rome’s greatest poet, tells of the end of the love affair between Dido, the Queen of Carthage, and the great Trojan hero, Aeneas, and Aeneas’ visit to the underworld.

LATIN – HIGHER GRADEAIMS

The main aims, building on the skills and knowledge developed for Standard Grade, are to introduce pupils to two Roman authors, explore in depth the many issues raised, and deepen their perception of human nature.

CONTENTIn addition to linguistic exercises, the work of the class will involve the study, partly in Latin, partly in English, of two prescribed texts – Book VI of the Aeneid of Virgil and one of the speeches of Cicero against Verres, the corrupt Roman governor of Sicily. Virgil, Rome’s greatest poet, takes us on a visit to the underworld with Aeneas, the Trojan man of destiny. Cicero, for his part, successfully pursues the timeless issues of corruption in high places and the abuse of power.

COMPUTING

COMPUTING - INTERMEDIATE 2

AIMS

The Intermediate 2 course in Computing aims to develop a knowledge and understanding of computing concepts and extend the pupil’s skills in using current hardware and software to solve a variety of practical problems.

21

CONTENT

Computer Systems (Int 2) Pupils will learn about the structure of a computer system, types of data processed and peripheral devices. Standard software file formats and virus detection and prevention will be studied.

Software Development (Int 2) Knowledge of the stages of the software development process will lead onto developing programming solutions to problems using Visual Basic.

Artificial Intelligence (Int 2) This unit introduces artificial intelligence by taking the first steps in using the Prolog language and beginning to develop simple expert systems.

COMPUTING - HIGHER GRADE

AIMS

The course aims to provide pupils with a knowledge and understanding of computing concepts; to develop practical abilities in the use of computing technology; and to enable pupils to develop skills of analysis and problem solving within a computing context. Pupils will have access to on-line materials through the SCHOLAR project run by Heriot-Watt University. There is a recognised shortage of programmers and people with Computing skills and universities are actively seeking more applicants, particularly females, for their courses.

CONTENT

Computer Systems (H) This unit is designed to develop knowledge and understanding of the principles of computer systems and provide an opportunity to apply this knowledge through the use of contemporary hardware and software.

Software Development (H) This unit develops knowledge and understanding of the software development process. Systematic software development methods will be used to design solutions to problems, which will then be implemented in the Visual Basic programming language.

22

Artificial Intelligence (H) This unit is designed to develop an awareness of the scope of artificial intelligence together with a study of ways of representing and processing knowledge in a computer. Practical abilities in the use of the artificial intelligence language Prolog and an expert system shell to store and query knowledge will be developed. Will there be computers to match human brains by the year 2030 as predicted by the American Dr Ray Kurzweil?

COMPUTING - ADVANCED HIGHERAIMS

This course is available to pupils who have successfully completed Higher Grade. It seeks to develop an analytical approach to computing and aims to extend the breadth and depth of knowledge and understanding of computing concepts. In particular, it encourages the development of practical competencies and independent, flexible learning. Pupils will have access to on-line materials through the SCHOLAR project run by Heriot-Watt University.

CONTENT

The pupil must study the two mandatory topics:

Software Development (AH) This unit relates to the understanding of the methodology and process of software development. It aims to expand programming techniques that will be implemented and tested in Visual Basic.

Developing a Software The pupil will use the knowledge gained from the previous unit to

Solution (AH) develop and implement a solution to a “real world” problem.

The pupil chooses one optional topic from:

Artificial Intelligence (AH) An examination of processes used to represent knowledge and model human problem-solving methods for computers.

Computer Networking (AH) Concerns the structure and security of communications systems and how hardware and software performs data communications.

Computer Architecture (AH) This unit extends the knowledge of computer and processor architecture and how operating systems function.

INFORMATION SYSTEMS - INTERMEDIATE 2

23

AIMS

The course aims to develop practical abilities in using a range of application software packages to produce information. The creation and use of database systems is of particular importance. The course will also develop an awareness of modern information systems such as the Internet and multimedia systems. Pupils who have not followed a Computing course since S2 will find that this course teaches many essential techniques for handling information using packages that are used in further education and in the workplace.

CONTENT

Using Information (Int 2) Pupils will learn about why information is an important resource and how to use it effectively. They will study various application software packages and how they are used to produce information for organisations.

Database Systems (Int 2)This unit develops skills in retrieving information from databases and in database creation. It introduces relational database models and explains their advantages over flat file systems.

Expert Systems (Int 2) This unit develops knowledge and skills in the use and construction of expert systems using simple expert system shells.

INFORMATION SYSTEMS - HIGHER

Developments in communication technologies and the Internet have ensured that information is widely accessible. This course aims to develop critical skills, practical problem solving abilities and analytical skills in the use of a range of application packages and information systems. Information Systems is seen as a growth area and many universities offer Information Systems degree courses. Relational Databases are commonplace and most on-line shopping systems rely on these systems.

CONTENT

RelationalDatabase Systems (H) This unit is designed to develop a knowledge and

understanding of data analysis and modelling. The pupil will use these skills to construct relational databases that share data over files/tables.

Using Information (H) This unit develops an appreciation of the value of information to organisations. Various information management applications will be studied as well as the implications of ICT on organisations.

24

Expert Systems (H) This unit develops knowledge and skills in the use and construction of expert systems. Such systems are used increasingly to assist non-experts in a variety of tasks, such as planning aircraft flight routes and crew rotas, machine fault diagnosis and medical diagnosis.

25

DRAMA

INTERMEDIATE 2

AIMS

Intermediate 2 Drama is designed to explore theatre and drama skills from a practical perspective and relate this to key principles of theatrical and dramatic interpretation. This course is designed for anyone who has an interest in Drama, whether from a personal, vocational or academic point of view, or a combination of these. Throughout the course you will use a variety of drama, theatre and production techniques to explore a range of issues, topics and themes. The activities and experiences involved in the course contribute to your personal growth by developing self-awareness, confidence and social and communication skills.

You will have to… To investigate relationships, issues and topics;To gain knowledge and understanding of aspects of theatre;To develop acting and directing skills and contribute to a presentation;To experience theatrical performance.

COURSE The course is divided into three component units: Drama Skills, Theatre Production Skills and Production.

Drama SkillsStudents will explore and experience a variety of practical drama skills, forms and structures to enable them to:

Devise a piece of drama on a negotiated theme, issue or topic. Portray characters and develop characterisation skills. Direct others in a short dramatic scene.Evaluate practical drama skills of self and of others.

Theatre Production SkillsThrough practical and theoretical exploration of theatre production skills pupils will:Participate with others in the exploration of theatre production skills.Use theatre production skills practically.Express ideas, feelings and opinions on dramatic textual extracts.Theatre production skills taught during this unit of work are Directing, Acting, Lighting, Sound, Costume, Props, Make up, Set design.

Production UnitStudents will work together in a team as a small-scale theatre company to produce a piece of theatre. Students will:Cooperate with others to stage a small-scale production.Undertake a theatre production role and its associated responsibilities.

26

Use theatre production skills to contribute towards the final presentation. Evaluate the production process and the final presentation

External AssessmentStudents will be assessed by an external examiner on their chosen theatre production skill in a performance of a scripted drama to an invited audience. The examiner will also speak directly to each candidate in a viva voce to gain an understanding of the student’s knowledge of their role and the work undertaken. The practical exam forms 50% of the overall award. Students will also sit a question paper worth 50% of the overall award.

It should be noted there will be a financial commitment towards the cost of tickets and transport for theatre visits.

HIGHER

AIMS

This exciting course allows the student to extend the Creative Drama skills developed

at Standard Grade and to acquire new skills, knowledge and understanding involved in

the exploration of how a complete dramatic text may be communicated through theatre.

To investigate relationships, issues and topics;To gain knowledge and understanding of aspects of theatre;To develop acting and directing skills and contribute to a presentation;To experience theatrical performance.

COURSE

The course is divided into three component units: Investigative Drama, Study of a Text in its Theatrical Context and Contemporary Scottish Theatre.

Investigative Drama involves the exploration of a chosen issue, topic or theme through drama, leading to the devising of a theatrical presentation which can be performed to an invited audience. Each student will take responsibility for devising and directing an identifiable section of the presentation.

Study of a Prescribed Text in its Theatrical Context involves the exploration of the storyline and relationships in the chosen play but also examines how the play would have been performed when it was written and how it might be performed to an audience of today. Students will also study and perform an acting role from the text.

27

Contemporary Scottish Theatre involves the exploration of identified trends and issues in contemporary Scottish theatre through workshops, discussion and research based on a selection of plays. Students will also study and perform one acting role from a chosen play.

All elements of the Higher course will be supported by relevant theatre visits, some of which may be in the evening. This part of the course is optional but is strongly recommended.

It should be noted there will be a financial commitment towards the cost of tickets and transport for theatre visits.

NOTE: Pupils will also be expected to research, write scripts and compile material for their Investigative Drama folio outside class time. Folio commentary will be accompanied by scripts, set plans and rehearsal notes. Students are encouraged to take increasing responsibility for their own learning, which is reflected by the degree of student autonomy and choice. There is a strong practical emphasis in the learning and teaching approaches for both creative drama and the exploration of text. It is advisable that students have achieved at least a grade 2 at Standard Grade English for this course due to the essay writing skills needed. Parents should note that pupils will need to be recorded (either by Video or Photography) for practical evidence in relation to the practical element of the course. Parents should also note that some of the Scottish Contemporary texts studied include some strong language.

ADVANCED HIGHER

COURSE

There are three units at this level: Devised Drama, Twentieth Century Theatre: Theories of Performance.

Devised Drama requires the student to develop a dramatic presentation on the chosen theme and to demonstrate practical skills in the realisation of the dramatic presentation.

Twentieth Century Theatre requires the student to demonstrate knowledge and understanding of the theories of acting and directing of two leading 20th Century Practitioners and to explore their influence on current practice.

Special Study requires the student to use skills of research and investigation to arrive at performance concepts for a given play and to demonstrate performance concepts of the chosen play. Specialising in either Acting, Directing or Set Design.

Independent Study:A considerable amount of independent study and a wide range of personal reading and research will be required for this course. This will include written commentaries and essays as well as practice for internal and course assessments. The investigative element of the course will be guided but will require a high degree of self-organisation and motivation.

28

Independent study will include appropriate theatre visits. It should be noted there will be a financial commitment towards the cost of tickets and transport for theatre visits.

29

ENGLISH

AIMSAll courses offered lead to certification from the SQA and we aim to help pupils leave school with qualifications appropriate to their ability and their chosen career path.

PLEASE NOTE

The transition from Standard Grade to National Qualifications in S5 and S6 can be a difficult one. Standard Grade allows for redrafting of work several times. In National Qualifications achievement is assessed by final exam only. This means that where a pupil’s Standard Grade result is likely to have been as a result of getting a higher grade in the folio (which is done in class) than in the exam, class teachers may recommend entry to a course at a level lower than the guidelines might indicate.

INTERMEDIATE 1CONTENTCourse content is similar to both Intermediate 2 and Higher and involves the study of fiction and non fiction texts, the production of a writing piece and the completion of a Personal Study Unit.

Unit Assessments are:Language Study: 1 Close Reading

1 Writing pieceLiterary Study: 1 Textual analysisPersonal Study: 1 essay on a text of own choice

External Assessment: There will be two exam papers:

Paper 1 - Close ReadingPaper 2 - Critical Essay

INTERMEDIATE 2CONTENTAs per Intermediate 1.

30

HIGHERCONTENT

As per Intermediate 1 and 2.

ADVANCED HIGHERCONTENT

Pupils will complete three units:

Unit (a) Specialist Study - a dissertation between 3500 and 4500 words in length.Unit (b) Literature - pupils will study at least three texts from at least 3 different genres.Unit (c) Textual Analysis – pupils will respond, under controlled conditions, to an unseen text/s.

31

GEOGRAPHY

INTERMEDIATE 1 AND 2AIMS

The Intermediate courses build on and develop many of the themes studied at Standard Grade, providing an opportunity for pupils to bridge the gap between Standard Grade and Higher. Pupils successfully achieving an award may progress to Intermediate 2 or Higher Grade Geography, as appropriate, in their sixth year.

CONTENT

The course consists of the following units:1. PHYSICAL ENVIRONMENTS – This unit will include the study of glaciated

uplands, upland limestone, coasts and rivers. Conflict/management issues associated with these landscapes will also be examined.

1. HUMAN ENVIRONMENTS – This unit will include global population issues, and the comparison of rural and urban areas from both economically more and economically less developed countries. Industrial location and change is also included.

2. ENVIRONMENTAL INTERACTIONS – This unit is split into two topics:a) ENVIRONMENTAL HAZARDS – tropical storms, earthquakes and

volcanoesb) DEVELOPMENT AND HEALTH – Levels of Development and diseases eg

AIDS and malaria.

The fundamental difference between the Intermediate 1 and Intermediate 2 courses is the amount of detail covered and the number of case studies included.

HIGHER GRADEAIMS

The Higher syllabus is a logical progression of the concepts and ideas introduced at Standard Grade, requiring an increasingly sophisticated approach to the subject through the development of more advanced skills.

Geography draws together both natural and social sciences by analysing, connecting and synthesising the natural and human dimensions of the Earth. The syllabus attempts to develop greater understanding of both these physical and human systems as well as an awareness of the need for the improved management of the Earth’s environments.

CONTENT

1. PHYSICAL AND HUMANENVIRONMENTSa) PHYSICAL ENVORNMENT - Atmosphere

- Hydrosphere - Lithosphere - Biosphere

b) HUMAN ENVIRONMENT - Population- Rural- Urban

32

- Industrial2. ENVIRONMENTAL INTERACTIONS - through the study of detailed applications

pupils are encouraged to develop aspects of the Physical and Human units. The topics are:a) Rural Land Degradation.b) Development and Health.

3. GEOGRAPHICAL METHODS AND TECHNIQUES - a range of geographical methods and techniques are included in the course. These may be taught through actual or simulated fieldwork, covering the application of appropriate methods and techniques to gather, analyse and present information.

ADVANCED HIGHERAIMS

Using the concepts and techniques of geographical analysis, the main aim of Advanced Higher Geography is to develop a detailed understanding of aspects of the contemporary world. The course also enables pupils to develop:

a life-long interest in, understanding of, and concern for the environment and its sustainable future;

advanced skills of research, analysis, synthesis, evaluation and presentation, including the use of ICT;

expertise in the use of a range of maps, diagrams, statistical techniques, written accounts and, where appropriate, new technology, to gather, process and communicate information.

CONTENT

At Advanced Higher the course consists of three units.

Unit 1: Geographical Methods and Techniques

Unit 2: The Geographical StudyCandidates are required to plan, research and present a geographical study based on their own fieldwork.

Unit 3: Geographical Issues

Candidates are required to identify, analyse and present a critical evaluation of a key geographical issue.

Please note:Given that 70% of the course is assessed on project work and independent study, a detailed timetable of deadlines will be issued to pupils when they start the course. This is designed to help them structure their time effectively and develop positive ‘work habits’.

HISTORY

33

INTERMEDIATE 1 AND 2AIMS

Intermediate courses represent an appropriate stepping stone from Standard Grade. Skills and knowledge previously acquired will be developed and enhanced to provide a grounding for a possible entry to the Higher course in S6.

CONTENTThe course focuses on key social, political and economic developments in Scotland, Britain and the wider world over the last 150 years. There will be opportunities for investigative work using a variety of audio/visual resources, including ICT.

Pupils will study the following units at Intermediate Level:“From Cradle to the Grave?” Social welfare in Britain 1890s to 1951“Shadow of the Bomb.” The Cold War 1945 to 1985“Free at Last.” The USA 1918 to 1968/Iron & Blood – German Nationalism

HIGHER GRADE

AIMS

The study of History at Higher Grade is an opportunity for candidates to develop vital skills as well as a knowledge of the periods studied. Developing an ability to analyse and interpret evidence, to understand causes, effects, ways of presenting coherent, convincing lines of argument and explanation are just some of the many benefits which are invaluable preparation for Higher Education The course also seeks to explain the origins of many of the crucial, present day issues and problems facing Scotland, Britain and the wider world.

CONTENT

OPTION C : LATER MODERN HISTORY – 3 UNITSBritain 1850s to 1979Large Scale State – The USA 1918-1968/The Rise & Nationalism : GermanyOrigins and Development of the Cold War 1945-1985

MATHEMATICSAIMSIn fifth year, pupils have the opportunity to build up their battery of mathematical skills, and to strengthen their reasoning ability, from the basis of individual Standard Grade performance. All courses involve investigation skills which will be

34

useful in an increasingly competitive work environment. Mathematical skills are essential to full understanding of scientific and technological courses. The Maths Department expects S5/6 pupils to show a mature and disciplined attitude towards their studies. Fundamental to this approach is timely completion of homework.

INTERMEDIATE LEVELSCONTENTIntermediate 1 and Intermediate 2 each consist of three Units. The content of each Unit is designed to follow a pupil’s level of achievement at Standard Grade.

HIGHER

CONTENT

The course introduces calculus and proceeds further with algebra, geometry and trigonometry. Reasoning is of a more abstract nature than it was in Standard Grade.

ADVANCED HIGHER

AIMS

The aim is to develop mathematical skills and apply mathematical techniques in context. The course is a valuable preparation for University courses that have any mathematical element.

CONTENT

The course will extend pupils’ knowledge of sequences, functions and vectors and provide an introduction to number theory, matrices and complex numbers. Calculus is the major component.

MODERN LANGUAGES

Increasingly employers are looking to recruit young people with a good language skill in addition to other vocational skills. In universities and colleges the EU’s Erasmus scheme allows all students to spend one, two or three terms studying their chosen subject in another EU country provided that they have a Higher pass in the language of that country. The Modern Languages Department is at present able to offer this level of study in French and Italian.

35

FRENCH & ITALIAN - INTERMEDIATE 1AIMS

The Intermediate 1 courses in French and Italian are for those who have not done the language up to Standard Grade. The key aim of the course is to develop the pupil’s ability to communicate in the language in work, social and holiday contexts.

CONTENT

The Intermediate 1 course is divided into three units covering 1. Personal and Social language, 2. Transactional language and 3. Language in work. All 3 units are compulsory.

No prior knowledge of either language is required for Intermediate 1, though a real commitment to learning another foreign language is essential from the start given the pace and nature of the course.

The aims, content and format of the French and Italian courses are the same.

Pupils choosing Intermediate 1 will be given the choice of the normal award over one year, or an ‘accelerated’ course to Intermediate 2 within the same period of time. During the first few weeks of learning, the basic grammar and vocabulary will be covered and this will be assessed towards the end of November. Those pupils who have made sufficient progress by this time will be offered the option of progressing to Intermediate 2 level. In the past, highly motivated and able pupils have even progressed to Higher Grade within this same time period. Having achieved a pass at Intermediate 2 within a year, pupils would then have the option of studying at Higher Grade in S6.

FRENCH AND ITALIAN - INTERMEDIATE 2

Recommended Entry Level: Intermediate 1 award at Grade A or B, or Standard Grade award at Grade 2 or 3, including a 3 in Writing. Without at least a 3 in Writing, Intermediate 2 will represent a difficult task because of the significant written element in the course.

AIMS

All Intermediate 2 Modern Languages courses are designed to develop the candidate’s ability to communicate on a wider range of topics than at Standard Grade, with a view to providing the language skills necessary both in social situations and in the world of work. Those who successfully complete the Intermediate 2 course, will find themselves in a better position to attempt the Higher the following year.

CONTENT

The Intermediate 2 course is divided into a Language Unit and a Language in Work Unit. As at Higher, the Language Unit is divided into three basic themes which reflect the commonest areas of potential language need for a young person:

Lifestyles, the language to describe the personal and social life of young people

Education and Work, giving the means to use the foreign language for study or in a job

Wider World, where travel and tourism will be the main focus.

36

In all three themes the four skills of Reading, Listening, Speaking and Writing will be developed through increasing the depth of vocabulary and through concentration on the structures of the language with the requirement of greater accuracy. The Language in Work Unit introduces the language of offices, business and I.T. The two Units will run concurrently.

FRENCH AND ITALIAN - HIGHER GRADE

Recommended Entry Level: Intermediate 2 pass at A or B, or Standard Grade award at 1 or 2 including Credit Writing. Experience and national statistics show that without at least a 2 in Writing at Standard Grade, a Higher in one year is a remote possibility. For candidates with a 3 in Writing we strongly recommend the Intermediate 2 course in 5th year, leading to a Higher in 6th year.

AIMS

All Higher Modern Languages courses are designed to develop the candidate’s ability to communicate on a wider range of topics than at Standard Grade, with a view to providing the language skills necessary both in social situations and in the world of work.

CONTENT

The Higher course is divided into a compulsory Language Unit and an optional Extended Reading Unit or Language in Work Unit. The Language Unit has three basic themes which reflect the commonest areas of potential language need for a young person: Lifestyles, the language to describe the personal and social life of young

people Education and Work, giving the means to use the foreign language for study

or in a job Wider World, where travel and tourism will be the main focus.

In all three themes the four skills of Reading, Listening, Speaking and Writing will be developed through increasing the depth of vocabulary and through concentration on the structures of the language with the requirement of greater accuracy. The Extended Reading Unit will require candidates to study a novel in the foreign language and to describe its plot and main themes. The Language in Work Unit concentrates on business letters, e-mails and work related texts. The two Units will run concurrently. Pupils must decide early on in the course which of the two options suits them best, though a change may be possible up to the end of term 1.

FRENCH - ADVANCED HIGHER

37

The Advanced Higher course is for pupils who have successfully completed Higher at Grade A or B. Those wishing to join the course on the basis of a C at Higher must be aware that significant progress will be required to ensure a C pass at Advanced Higher.

AIMS

The aim of this course is to take linguistic and cultural awareness, and use of the language a stage further from Higher. The course helps to prepare pupils to cope with features of higher education in particular that of supported self-study. It may be viewed as preparation for a language course in Further or Higher Education or, simply as an opportunity to develop the pupil’s understanding of the literature and culture of the country.

CONTENT

As well as continuing work on the written and spoken language from Higher, pupils will be introduced to a range of French literature and to aspects of political and cultural life in France and they must present a folio of work for assessment. The end of the course assessment involves Reading Comprehension, Writing, Listening and Speaking.During the course frequent use will be made of the on-line ‘SCHOLAR’ materials. Pupils will be able to access this resource through the school’s computer network, but clearly home internet access may be used in addition to time spent at school.

MODERN STUDIES

INTERMEDIATE 2

AIMS

The Intermediate course gives pupils the chance to bridge the gap between Standard Grade and Higher. The subject encourages pupils to take an active interest in key issues related to current affairs. Skills instilled in pupils at Standard Grade will be used and developed to enable them to draw valid, justifiable conclusions from a variety of forms of evidence. There may be opportunities for small scale investigations to enhance these skills. Pupils will also be required to develop skills of extended writing.

CONTENT

1. Political Issues: Power and Influence in Decision Making in Scotland2. Social Issues: Health and Wealth in the UK

38

3. Ideology: The Peoples’ Republic of China investigating the nations’ growth as an economic “superpower”, its continued commitment to the ideology of Communism and international concerns over human rights issues.

HIGHER GRADE

AIMSThe Higher course seeks to deepen pupil Knowledge and Understanding of some of the topics and concepts introduced at Standard Grade. The subject encourages pupils to take an active interest in key issues related to current affairs that shape the contemporary world. Skills instilled in pupils at Standard Grade will be developed further to enable them to analyse and synthesise using a variety of forms of evidence. Pupils will also be required to make critical judgements based on evidence through investigation of various political, social, economic and military issues. Skills of essay and report writing also form a core part of the course and external assessment.

CONTENT

1. Political Issues: Electoral System, Voting and Political Attitudes2. Social Issues: Inequalities in Health and Wealth in the UK3. International Issues: Global Security including a study of global

terrorism and the international response.4. Ideology: An in depth study of the Peoples’ Republic of China

investigating the nations’ growth as an economic “superpower”, its continued commitment to the ideology of Communism and international concerns over human rights issues.

39

MODERN STUDIES

ADVANCED HIGHER GRADE

RationaleCandidates undertaking Advanced Higher Modern Studies will develop an understanding of the importance of sound evidence, both qualitative and quantitative, gathered in a disciplined and ordered way, as the basis of their work. They will also evaluate critically a variety of political and social science research methods, and they will carry out independent research to develop their investigative skills (planning, researching, analysing and presenting) with reference to one of the Study Themes in the syllabus. There are opportunities to use information technology within the Advanced Higher Modern Studies Course. Modern Studies also contributes to personal and social development. In particular, the Course addresses the area of rights and responsibilities. This includes the rights and responsibilities of citizens in a democratic society and the moral and ethical responsibilities of individuals.

AimsThe aims of the Advanced Higher Modern Studies Course are to develop and enhance important skills. These skills include: ♦ organising and analysing complex data ♦ adopting a structured approach to research of a contemporary topic ♦ constructing and sustaining lines of argument which reflect the complexity of

the issues they address ♦ presenting conclusions in a clear way, while reflecting the complexity of the

topic under consideration ♦ critical analysis of political and social science research, including evaluating

evidence and detecting and explaining a lack of objectivity ♦ participating in debate and discussion, through which attitudes of open-

mindedness and tolerance are fostered

ContentPupils will study the following Unit:

Law and Order in the UK and Research Methods Rights and Responsibilities in the Law, Causes and Effects of Crime,

Responses to Crime, Penal Systems

Pupils will also complete, between June and March, a 5000 word dissertation as part of the Practical Research Unit, which must be based on an issue drawn from the Study Theme that will be followed in class (see above).

MUSIC

The following course outline is common to Access, Intermediate, Higher and Advanced Higher courses. Prior musical attainment will help determine the level

40

of course which is appropriate for each pupil. The music staff will be pleased to discuss the options available to each individual.

AIMSEach course aims to develop:- the candidate’s own interest in music.- the skills and insights which will increase musical enjoyment.

CONTENTThe content of each course is designed to serve the needs of those:- who wish to study the subject as part of a general education- who wish to pursue an interest in musicThese courses also cater for those who intend to follow a career in music.

All candidates choose to study one of the following course models outlined below. Performing on at least one instrument, inventing and listening are mandatory in both course models.

Music with performing Music with Technology * (see below)Performing on two different instrumentsOrOne instrument + Accompanying

Listening

Inventing

Performing on one instrument plusMidi sequencing orSound Engineering and production

Listening

Inventing

Performing involves preparing pieces in any style, for solo and/or a group performance on any instrument or instruments (including the voice).Inventing involves creating a minimum of one musical composition in any style, for any instrument or voice, or for any combination of instruments and/or voices.Listening provides opportunities to:- understand and use musical concepts.- gain insights into how composers communicate through music.- develop knowledge and understanding of music of different styles and cultures.

Midi Sequencing develops knowledge and understanding of recommended Midi Sequencing software and candidates must prepare a midi sequenced composition using the software.

Sound Engineering and Production develops knowledge and understanding of current recording techniques and the use of recording equipment. Candidates must organise the production of a stereo recording of 2 pieces supported by a session log outlining all work and recordings carried out by the candidate.

* This is open to a limited number of pupils due to resources required.PHYSICAL EDUCATION

INTERMEDIATE 1

41

AIMSThe Intermediate 1 course in Physical Education sets out to provide pupils with opportunities for personal fulfilment and achievement through performance. The course has performance as its prime focus. Pupils will be engaged in activities which enhance their performance and develop their skills in analysis of performance.

CONTENTThe Intermediate 1 course involves three areas of Analysis and Development of Performance. These areas are Preparation of the Body, Structures and Strategies and Skills and Techniques. This area of the course makes up 50% of the overall grade. Pupils will also have Unit Assessments in all three areas during the course of the session, and must pass the assessment in at least one area.

INTERMEDIATE 2

AIMSThe Intermediate 2 course in Physical Education sets out to provide pupils with opportunities for personal fulfilment and achievement through performance. The course has performance as its prime focus. Pupils will be engaged in activities which enhance their performance and develop their skills in analysis of performance.

CONTENTThe Intermediate 2 course involves three areas of Analysis and Development of Performance. These areas are Preparation of the Body, Structures and Strategies and Skills and Techniques. This area of the course makes up 50% of the overall grade. Pupils will also have Unit Assessments in all three areas during the course of the session, and must pass the assessment in at least one area.Pupils are required to have gained a Practical Performance and Theory Grades at least at General level

HIGHER GRADEAIMS

The Higher course in Physical Education sets out to provide pupils with opportunities for personal fulfilment and achievement through performance. The course aims to build and expand upon previous performance experiences. It will lead to improved standards of personal performance. Pupils have the opportunity to study physical education at a challenging level where they will be engaged in critical and imaginative practice . Performance, the prime focus of the course, provides a practical experiential base, upon which skills and techniques, knowledge and understanding, analysis and evaluation competences are developed in an integrated way.

42

CONTENTThe Higher course involves three areas of Analysis and Development of Performance. These areas are Preparation of the Body, Structures and Strategies and Skills and Techniques. This area of the course makes up 60% of the overall grade. Pupils will also have Unit Assessments in all three areas during the course of the session, and must pass the assessment in at least one area.Pupils are required to have gained a Practical Performance and Theory Grades at Credit level.

COMMUNITY SPORTS LEADER AWARD

The Award in Community Sports Leadership Award is a nationally recognised qualification that enables successful candidates to independently lead small groups of people in sport and recreational activities. The qualification teaches generic leadership skills such as organisation, planning, communication and teamwork through the medium of sport. It is a fun and practical qualification with no entrance requirements or final examinations to sit.

This award may be offered as part of the Intermediate 1 course and the Core PE option.

There is a £25 fee to complete this course.

43

PHYSICSINTERMEDIATE 2

AIMSThis course emphasises the contribution that Physics makes to the pupil’s general education by helping to make sense of the physical environment through the development of skills necessary for the solution of scientific problems. The course aims to provide opportunities to develop the pupil’s knowledge and understanding of the concepts of physics and the ability to solve problems and to carry out experimental and investigative work. The course seeks to illustrate and emphasise situations where the principles of Physics are used and applied, thus promoting the pupil’s awareness that physics involves interaction between theory and practice. The resulting elements of knowledge and understanding, problem solving and practical activities form the basis of the Intermediate 2 Physics course.

COURSEThe course endeavours to provide learning experiences leading to the acquisition of worthwhile knowledge, skills and attitudes which will assist pupils to make their own reasoned decisions on many issues within a modern society increasingly dependent on science and technology. The course will also provide those who wish to proceed to the Higher Physics course with a suitable basis for further study.

The course is made up of four Mandatory Units:-

1. Mechanics and Heat.2. Electricity and Electronics.3. Waves and Optics.4. Radioactivity.

HIGHER GRADEAIMS

The Higher Physics course has been designed to articulate with and provide progression from both the Standard Grade Physics and Intermediate 2 Physics courses. Through a deeper insight into the structure of the subject, the course aims to provide and opportunity for reinforcing and extending the pupil’s knowledge and understanding of the concepts of physics and developing both the pupil’s ability to solve problems and to carry out experimental and investigative work. The course seeks to illustrate and emphasise situations where the principles of physics are used and applied, thus promoting the pupil’s awareness that physics involves interaction between theory and practice. The resulting elements of knowledge and understanding, problem solving and practical activities form the basis of the Higher Physics course.

44

CONTENT

The course endeavours to provide learning experiences leading to the acquisition of worthwhile knowledge, skills and attitudes which will assist pupils to make their own reasoned decisions on many issued within a modern society increasingly dependent on science and technology. The course will also provide those who wish to proceed beyond Higher Physics with a suitable basis for further study.

The course is made up of three mandatory units:-1. Mechanics and Properties of Matter.2. Electricity and Electronics.3. Radiation and Matter

ADVANCED HIGHERAIMSThe Advanced Higher Physics course has been designed to articulate with and provide a progression from the Higher Physics course. Through a deeper insight into the structure of the subject, the course aims to provide a challenging experience for those who wish to study the subject to a greater depth and to assist pupils towards an understanding of the use of mathematical models and techniques for describing the behaviour of nature. The course seeks to illustrate and emphasise situations where the principles of physics are used and applied, thus promoting the pupil’s awareness that physics involves interaction between theory and practice. An opportunity for engaging in some independent research is provided. The resulting elements of knowledge and understanding, problem solving and practical activities for the basis of the Advanced Higher Physics course.

CONTENTThe course endeavours to provide learning experiences leading to the acquisition of worthwhile knowledge, skills and attitudes which will assist pupils to make their own reasoned decisions on many issues within a modern society increasingly dependent on science and technology. The course will also provide those who wish to proceed beyond Advanced Higher Physics with a suitable basis for further study.

The course is made up of four mandatory units:-1. Mechanics.2. Electrical Phenomena.3. Wave Phenomena.4. Investigation.

45

RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES

‘With the rise of Scotland as a multi-faith society this is a vitally important course for those who wish to develop their skills and knowledge in a range of the key

issues that are facing that society. The issues will be studied in an inclusive and tolerant way, with respect for diversity of opinion at the heart of the work of the

class.’

AIMSThe course aims to allow candidates to:

Develop a philosophical approach to the study of beliefs, values and issues which are of importance in the world today

Develop knowledge and understanding of religious beliefs and values Develop analytical skills in relation to the sacred writings, beliefs and

values of world religions Gain insight into the way in which beliefs and values affect the lives of

followers of one world religion Develop skills which can be applied to the study of the beliefs and values

of a variety of world religions

CONTENT

Intermediate 1 & 2 Course Content

The course will comprise of 3 Units:

World Religion: (Buddhism) Gender Issues Arguments for the Existence of God

Higher Course Content

The course will comprise of 3 Units:

World Religion: (Buddhism) Morality in the Modern World

(including Gender Issues) Christianity: Belief and Science

ADVANCED HIGHER

Religious, Moral and Philosophical Studies at Advanced Higher deals with the interrelationship of religious beliefs, ethical issues and philosophical challenges

46

within religion and morality. The ability to analyse and evaluate the relative merits of various religious, moral and

philosophical perspectives requires a knowledge and understanding of primary and secondary sources, traditional arguments and contemporary points of view, both religious and secular. In addition, an investigative element provides

candidates with the opportunity for a thorough enquiry into a religious, moral and philosophical issue

CONTENT

Unit 1: Philosophy of Religion

This unit is based on the ancient and contemporary arguments for the existence of God. Furthermore, not only does it focus on the nature of such arguments but also the direct effects they have had on individual perception of the cosmos. Counter-arguments are offered to any initial argument given.

The Cosmological Arguments for the Existence of God The Design Argument for the Existence of God Atheism

Unit 2: Personal Research

You will carry out independent research and choose a topic of your choice from within the course content. A list of potential topics will be provided. You will be able to develop the following skills: planning, organising, evaluation and presentation.

Unit 3: Medical Ethics

Medical Ethics is at the forefront of media coverage on ethical issues. You will explore issues raised relating to three areas. All responses will involve you analysing and evaluating publications and developments from a number of organisations; including, the British Medical Association and Human Fertilisation and Embryology Authority.

The Beginning of Life : The treatment of embryos and abortion.

The Prolongation of Life : The Procurement of organs and the allocation of organs.

The Ending of Life : Palliative care of terminal illness and euthanasia.

GRAPHIC COMMUNICATION

INTERMEDIATE 2 AND HIGHER

AIMSThis course is a continuation of the Standard Grade Course. It aims to develop further the pupil’s ability to interpret, analyse and present graphic information both manual and computer drawing techniques are used.

47

CONTENTThe course provides opportunities to relate the work in school to that practised in industry. In line with the practice in industry and commerce, the course demands that the pupil utilises knowledge of British Standards, techniques of illustration and presentation and apply that knowledge and their graphic skills effectively. A substantial proportion of the work is produced using computer techniques. Those pupils who are going to follow careers where reading and understanding graphic information is necessary and those who are going to be directly producing drawings and graphics for use by others will benefit from the course.

WOODWORKING SKILLS

AIMSThe course will contribute to the knowledge, understanding and practical experience of the pupil whose aspirations and abilities lie in manual work or the construction industry. It will make a positive contribution to the general education and personal development of the pupil, particularly in fostering technology capabilities.

CONTENTThe course is very practical. Pupils will be in the workshop manufacturing wooden products from given working drawings. The course comprises three units and a final project.

48

49

50

51

52

PARENTAL FEEDBACK SLIP

It is hoped that you have found the information provided in this booklet of help and assistance in making informed subject choices. As part of our on-going process of improving communication with parents, if you would like to make any suggestions as to how the booklet can be made more user-friendly to pupils and parents, please use the space below for comments and return the slip to Mrs Ingham, Depute Head Teacher. Thank you.

53